SchoolZSNHS-SHS STAND ALONE Grade Level 11

DAILY
LESSON Teacher JUNELLY GRACE C. TECSON Learning Area CONTEMPORARY PHILIPPNE ARTS FROM
LOG THE REGIONS
Teaching Dates: SEPTEMBER 4, 6, p11 and 13 Quarter FIRST QUARTER (1ST SEMESTER)
Ds

WEEK 14 WEEK 14 WEEK 15 WEEK 15

MONDAY WEDNESDAY MONDAY WEDNESDAY
SEPTEMBER 4, 2017 SEPTEMBER 6, 2017 SEPTEMBER 11, 2017 SEPTEMBER 13, 2017

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
I. OBJECTIVES and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learner demonstrates
appreciation of contemporary art
forms, found in the various regions by
A. Content Standards
understanding the works in term of
their form (elements and principles),
content, and context.
Creates avenue to advocate the arts
B. Performance from the different regions.
Standards
The learner:
The learner demonstrates
appreciation of contemporary art
forms, found in the various regions by
understanding the works in term of
their form (elements and principles),
content, and context.
Creates avenue to advocate the arts
from the different regions.
The learner:
Understanding the brief Understanding of the significant
overview of the major themes of roles of artists from the regions.
the Philippines art history, from
pre-conquest to conquest on to
modern and contemporary
periods.
The learner presents a form of Creates avenue to advocate the
integrated contemporary art arts from the different regions.
based on the region of his/her
choice
The learner: The learner:

1. Identify the major periods, artists and 1. Understand the different 1. Evaluates contemporary
1. Identify the major periods, artists
artworks of Philippine art history; contexts by recalling and art forms based on the
C. Learning and artworks of Philippine art (CAR11/12CAP-0c-e-8) analyzing how it applies to elements and principles.
Competencies / history; (CAR11/12CAP-0c-e-8) 2. Build an initial vocabulary of major and a familiar or community- (CAR11/12CAP-0C-e-5)
Objectives 2. Build an initial vocabulary of major basic terms in Philippine Art History. based art form. 2. Compares forms of arts
and basic terms in Philippine Art (CAR11/12CAP-0c-e-9) (CAR11/12CAP-0c-e-4) from the different
History. (CAR11/12CAP-0c-e-9) 3. Define contemporary arts by situating 2. Interpret the notions of regions.(CAR11/12CAP-
3. Define contemporary arts by these within Philippine art; appropriation and 0c-e-7)
situating these within Philippine art; 4. Illustrate local examples of decontextualization 3. Interprets and relates the
contemporary arts through an interview through a group activity. significance of arts forms
and studio or museum visits. (CAR11/12CAP-oc-e-5)

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 4. Illustrate local examples of from the regions.
contemporary arts through an 5. Distinguish conservative, modern, and (CAR11/12CAP-0c-e-8)
interview and studio or museum contemporary styles in the visual arts and 4. 5Promotes arts from the
be able to interpret these by creating a regions. (CAR11/12CAP-
visits.
self-portrait; and 0c-e-9)
5. Distinguish conservative, modern,
6. Link the various art forms through an
and contemporary styles in the visual integrative activity.
arts and be able to interpret these by
creating a self-portrait; and
6. Link the various art forms through
an integrative activity.

CONTEMPORARY ARTS IN THE CONTEMPORARY ARTS IN THE CONTEMPORARY ARTS IN THE CONTEMPORARY ARTS IN THE
II. CONTENT PHILIPPINES PHILIPPINES PHILIPPINES PHILIPPINES

III. LEARNING LM
RESOURCES
A. References

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Page 75-80 Page 75-80 Page 81-85 Page 81-85
4. Additional
Materials from
Learning Resource
(LR) portal
Contemporary Philippine Arts from the Contemporary Philippine Arts from Contemporary Philippine Arts Contemporary Philippine Arts
Regions the Regions from the Regions from the Regions

By: Faludette May Datuin By: Faludette May Datuin By: Faludette May Datuin By: Faludette May Datuin
B. Other Learning
Eileen Legaspi-Ramirez Eileen Legaspi-Ramirez Eileen Legaspi-Ramirez Eileen Legaspi-Ramirez
Resources
Roberto Paulino Roberto Paulino Roberto Paulino Roberto Paulino
Louise Marcelino Louise Marcelino Louise Marcelino Louise Marcelino

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IV. PROCEDURES
1. Discuss the lesson’s specific 1. Discuss the lesson’s specific
1. Discuss the lesson’s specific learning 1. Discuss the lesson’s specific learning outcomes to the class. learning outcomes to the class.
A. Reviewing previous outcomes to the class. learning outcomes to the class. 2. Show images or a video of an 2. Show images or a video of an
lesson or
2. Show images or a video of an example 2. Show images or a video of an example of a Philippine example of a Philippine
presenting the new
of a Philippine contemporary art form in example of a Philippine contemporary art form in the contemporary art form in the
lesson
the Philippines. contemporary art form in the Philippines. Philippines.
Philippines.

1. Let the students 1. Let the students observed 1. Let the students make their
1. Let the students make their make their reaction a chart showing the reaction paper regarding the
B. Establishing a reaction paper regarding the videos paper regarding the difference between videos that they have seen.
purpose for the
that they have seen videos that they have contemporary and
lesson
seen modern in historical,
chronological, as an
overview of Philippine Art
Lesson 1.
1. Process the reactions . 1. Process the reactions 1. Process the 1. Process the reactions
written by the students. written by the students. observations written written by the students.
2. Ask the students “was there 2. Ask the students by the students. 2. Ask the students “was there
an art before colonization?” “was there an art before 2. Ask the students the an art before colonization?”
3. Present the different tribes colonization?” difference between 3. Present the different tribes
C. Presenting examples/ that contributed the 3. Present the different contemporary arts and that contributed the
instances of the new
lesson
contemporary art in the tribes that contributed the a modern art. contemporary art in the
Philippines. contemporary art in the 3. Present the definition, Philippines.
4. Show pictures through Philippines. classifications, and 4. Show pictures through
slideshow presentation the 4. Show pictures characteristics of slideshow presentation the
different examples of their through slideshow contemporary art from different examples of their
work art presentation the different a modern art. work art
examples of their work art

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 4. Show examples of a
contemporary art and
a modern art.
5. Let students classify
contemporary arts and
modern art.
D. Discussing new
concepts and
practicing new skills
#1

E. Discussing new
concepts and
practicing new skills
#2

F. Developing Mastery 1. Instruct the learners to form a
group of 5 to 6 members.
2. Provide each group with images/
video of different contemporary art
forms from different genres.
3. Each group will present their
observations/analysis.
4. The other groups will give oral
feedback.
5. The discussion will be synthesized
by the teacher.
. 1. Instruct the learners to form a
group of 5 to 6 members.
2. Provide each group with images/
video of different contemporary art
forms from different genres.
3. Each group will present their
observations/analysis.
4. The other groups will give oral
feedback.
5. The discussion will be synthesized
by the teacher.
Instruct the learners to produce a
collaborative, process-oriented,
and integrative art. Form a group
of 10 members.
-Provide the students with a local was presented in the film.
myth of creation (or a poem) that
the students will discuss the main
points.
- Each group creates one to three
minute improvisations, as follows:
 One group dramatizes
the story through
narrative action;
 Another group creates
rhythm and sound
through sticks, stones, or
any other available
materials that produce
sound;
 Another group creates a and Cultural Overview. With the
dance; and
Instruct the learners to watch
DEKADA ’70, a film adaptation, 2002
of Lualhati Bautista’s novel about a
family’s travails during the Martial
Law years. Reflect how the regime
- What was the setting and
how did the characters
react to the setting? How
do you reconcile what you
have seen in the film with
art production during the
period? What could this say
about art production in
general? Alternatively, you
could read the novel and
examine how the regime is
woven into the story.
Go back to the Historical, Stylistic,
above account and additional

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  Another group creates a research of the students, they will
few props through their insert their own inputs on Music,
bodies and other Dance, Literature and Theater.
available materials.
- The groups will come
together to integrate their
work into a raw composite
piece. Which will later on
be polished in the
succeeding sessions.

G. Finding practical
applications of
concepts and skills
in daily living

H. Making
generalizations and
abstractions about
the lesson

I. Evaluating learning Design a creative work showing the Design a creative work showing the
classifications of the various classifications of the various
contemporary art forms. contemporary art forms.

J. Additional activities Reaction paper from the National Artist Reaction paper from the National Artist
for application or
remediation
V. REMARKS Reteach (Intramurals Week) Reteach (Intramurals Week) .

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 VI. REFLECTION

A. No.of learners who NONE NONE ABM1- Out of 63 students 58 students earned
earned 80% on the NONE 80% on the formative assessment
formativeABM-2 Out
assessment

ABM 2 –Out of 65 students 55 students earned

80% on the formative assessment

STEM – Out of 50 students, 37 students
earned
80% on the formative assessment
B. No.of learners who NONE NONE NONE 28 students required additional activities for
require additional remediation.
activities for
remediation.
C. Did the remedial NONE NONE NONE Yes the remedial lessons worked. 28
lessons work? No. of students caught up with the lesson.
learners who have
caught up with the
lesson.
D. No.of learners who NONE NONE NONE None
continue to require
remediation

E. Which of my teaching NONE NONE NONE Creative presentations such as singing,

strategies worked dancing, acting, playing musical instruments
well? Why did these are also very effective. Some of them are
work? new to each other yet they work effectively
to showcase a creative and relevant theme
activity.

F. What difficulties did I NONE NONE NONE None

encounter which my
principal or supervisor
can help me solve?
G. What innovation or NONE NONE NONE For Contemporary Philippine Arts from the
localized materials did Regions, visual arts and other forms of arts
I use/discover which I like dances, music can be maximized to
wish to share with facilitate and enhance the natural
other teachers? inclinations of the students to arts

Prepared by: Checked by:

JUNELLY GRACE C. TECSON NILO N. VIADOR

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Teacher II Assistant Principal II Academics

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